C, Cjgj^,J^ (Continued) Pnogram Ef fec11veness; The findings of a recent Department of Education itu<ty 1 n"d1cate th at........the EDACs* as presently constituted! have not achieved their major objectives. They currently carry out few activities 1n the area of needs assessment and, except for the Lesley College EDAC, little 1n the area of evaluation. Further* their publication and dissemination activities, while extensive, have failed to reach their intended clientele or to receive wide use in bilingual education programs (E2). 4. Materials Development Projects Program Program Scope: The Deaprtment allocated $2.5 million for continuation grants for materials development in FY 1984. Benefits Provided: Three major activities are authorized for materials development p rejects: (a) developing, testing, and disseminating instructional and testing materials for use in programs of bilingual education; (b) developing instructional materials for use by institutions of higher education in training persons who are participating in, or preparing to participate in, programs of bilingual education; and (c) conducting needs assessments to determine specific needs for materials development. No new projects were funded in FY 1984. Program Effectiveness: No current information. 5. Research and Development Program Program Scope: The Department awarded $5,1 million for research and evaluation studies and evaluations. Another $1,7 million was budgeted to the National Clearinghouse on Bilingual Education. Benefits Provided: Part C research results are beginning to provide in- formation for policy and management. Since 1979, 60 studies have been supported, including basic research, applied research, development, and evaluation. A major focus of these documents is on research findings of studies funded by the Part C research funds. The Clearinghouse also provides specific information on request. A toll-free number expedites these requests. Program Effectiveness: Results of one major Part C study, the Significant Bilingual Instructional Features Study (S8IF), were reported in FY 1984. The SBIF found that teachers in bilingual programs that had been judged by others to be outstanding programs exhibited the same kinds of classroom teaching behavior that characterize good teachers in regular classrooms. These teachers used English about 60 percent of the time. The teachers emphasized development of English language skills whenever instruction was in English, not just during "English class" (E3» E4). This is essen-ate evaluation and assessment methods and materials.chers for bilingual education.